Now showing items 1-3 of 3

    • Learn History, think unity: National integration through History education in Cameroon, 1961-2018 

      Ndille, Roland (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2020)
      Since independence, one of the greatest worries of African states has been how to maintain national cohesion amongst the multiplicity of ethnic groups which characterize them. My aim in this paper is to show that, other ...
    • The South African high school history curriculum and the politics of gendering decolonisation and decolonising gender 

      Wills, Lindsay (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2016)
      In this article, I argue that the category of gender should be an essential consideration for a decolonised curriculum, and that gender theory should be included in its analytical toolbox for two reasons: firstly, because ...
    • Using genre to describe the progression of historical thinking in school history textbooks 

      Bharath, Pranitha; Bertram, Carol (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2015)
      The focus of this paper is to describe how progression in historical thinking manifests across seven South African textbooks, one each from Grade 3 to Grade 9. This paper argues that one way in which progression in ...